![Does full-day kindergarten matter? Evidence from the first two years of schooling [An article from: Economics of Education Review]](https://www.ebooknetworking.net/books/B00/0PD/bigB000PDSIRY.jpg)
Does full-day kindergarten matter? Evidence from the first two years of schooling [An article from: Economics of Education Review]
Book Details
Author(s)P. DeCicca
PublisherElsevier
ISBN / ASINB000PDSIRY
ISBN-13978B000PDSIR2
AvailabilityAvailable for download now
Sales Rank11,591,398
MarketplaceUnited States 🇺🇸
Description
This digital document is a journal article from Economics of Education Review, published by Elsevier in 2007. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Over the past three decades, enrollment in full-day kindergarten has grown considerably-from roughly one-tenth to just over half of US kindergartners today. Full-day kindergarten reappeared first in the 1960s as an intervention designed to help disadvantaged children ''catch up'' to their peers through additional schooling. More recently, it has gained popularity among non-poor parents and schools, so that children presently enrolled in full-day programs are, on average, very similar to their half-day counterparts in baseline test scores as well as other child, parent and school characteristics. Using longitudinal data, I estimate the impact of full-day kindergarten on standardized test scores in mathematics and reading, as children progress from kindergarten to first grade. I find that full-day kindergarten has sizeable impacts on academic achievement, but the estimated gains are short-lived, particularly for minority children. Given the additional expense of full-day kindergarten, information regarding the size and duration of gains should be of great interest to policy makers.
Description:
Over the past three decades, enrollment in full-day kindergarten has grown considerably-from roughly one-tenth to just over half of US kindergartners today. Full-day kindergarten reappeared first in the 1960s as an intervention designed to help disadvantaged children ''catch up'' to their peers through additional schooling. More recently, it has gained popularity among non-poor parents and schools, so that children presently enrolled in full-day programs are, on average, very similar to their half-day counterparts in baseline test scores as well as other child, parent and school characteristics. Using longitudinal data, I estimate the impact of full-day kindergarten on standardized test scores in mathematics and reading, as children progress from kindergarten to first grade. I find that full-day kindergarten has sizeable impacts on academic achievement, but the estimated gains are short-lived, particularly for minority children. Given the additional expense of full-day kindergarten, information regarding the size and duration of gains should be of great interest to policy makers.
